Individual Learning Paths Research Articles

Управление компетенциями на основе индивидуализации образовательного процесса

In the article the problem of training university graduates competitive in a market economy is considered. In forming the required competencies of the trainees are preferred techniques that take into account individual abilities and characteristics of the students, as well as on the active participation of the student in the selection and construction of individual learning paths. During the development of the educational program, students should be able to change the educational route, depending on the results achieved by the current development of teaching material. Effective educational process management mechanism based on network modeling is proposed. Examples of the control of individual educational trajectories within subject teaching given. Developed mechanism contributes to the quality of training of students, it takes into account the personal characteristics and interests of the students and stimulates their cognitive and project activities.

EURO SKILLS TOOLS КАК МОДЕЛЬ УПРАВЛЕНИЯ ПЕРСОНАЛЬНЫМИ КОМПЕТЕНТНОСТЯМИ ДЛЯ ОБУЧЕНИЯ И ПРОФЕССИОНАЛЬНОЙ ЗАНЯТОСТИ

The model of instruments named EURO SKILLS Tools Ukraine is considered. The complete set includes Transfer, Hub, Camp and Navigator blocks. The structure of Euro Skills Tools Ukraine is described in details as well as basic blocks and their relationships. An example illustrates the interaction between these blocks. A working prototype (demo) is presented. The prototype shows how employers (aka job market) may inform the education system and labor force market about their needs. The information could be zoomed in/out to provide sufficient details for educational standards, programs and individual learning paths.

THE MODEL OF ELECTRONIC EDUCATIONAL RESOURCES FOR PRIMARY SCHOOL PUPILS

The article analyzes the electronic educational resources for educational process of primary school of Ukrainian producers. It was made a conclusion that there is a lack of certain important criteria for providing the person-oriented education and their transformation to the teachers’ convenient tools. It has been proposed and proved the model of an electronic educational resource for primary school children with a flexible subsystem of monitoring and assessment, as well as an electronic class register that will allow to build an individual learning path for each student according to his personal abilities, achieve significant time savings for monitoring and assessment of students’ progress, maximum efficiency of a lesson.

The Modern Educational Domain: Prerequisites and Prospects for Individual Learning Path Development

This article considers the prerequisites and perspectives of individual learning path (ILP) development in the framework of a student-centered educational paradigm; it defines the rationale of ILP and examines the introduction of project learning technology (PLT) into ILP modeling in higher educational institutions. We claim that identification of students’ individual features and compliance with their requirements becomes feasible via the integration of project learning technology into the educational process with relevant pedagogical and computer support. The special emphasis is put on the idea that ILP framing is aimed at enhancing students’ autonomy and responsibility for their education, fostering cooperation skills in a close dialogue with other participants in out-of-class projects and teachers. In this scenario an individualized approach is to be implemented in a harmonious solidarity with principles of cooperation and collaboration. To verify the above-mentioned ideas we conducted an experiment based on cognitive, diagnostic and empirical methods. Two groups of students participated in our research project at the Plekhanov Russian University of Economics in September – November 2015. They are second-year undergraduate students majoring in Economics and studying English as a second language. We designed individual study routes (ISR) for each student and handed them out. The ISR contained progress steps of the project, a set of assignments and deadlines for project submission. The students were provided with opportunity to play an active role devising and altering an ISR. Research findings show that ILP modeling boosts student’s motivation to learn English as a second language, enables students’ reflexive skills, identifies their individual features while simultaneously developing cooperation and collaboration skills.

Assessment as a Possibility for Individual Learning and Success in Contextual Pedagogical Learning Environment

One of the most significant current discussions in the field of education is the rapidly changing world around us. So far, however, there has been little discussion about teacher education and its role in this changing process. We are slowly moving from constructivist learning theory towards to sociocultural theory of learning where learning is according to Kumpulainen, Krokfors, Lipponen, Tissari, Hilppio and Rajala [1] viewed as a holistic and dynamic process, in which the individual grows into the culture of the community, its values, practices, and artifacts. The research project, introduced in this paper, focuses on transformational pedagogic and the questions of assessment in the learning process. The aim of the research is to identify modern ways to develop teaching and learning to create individual learning paths and give equal learning possibilities to each child in 21st century learning environments in the point of wives of curriculum based assessment and holistic planning processes of individual learning paths. The classroom intervention is based on the Contextual Pedagogical approach to Learning (CPAL) as a

ФОРМУВАННЯ ІКТ-КОМПЕТЕНТНОСТЕЙ МАЙБУТНЬОГО ВЧИТЕЛЯ ІНФОРМАТИКИ ПОЧАТКОВОЇ ШКОЛИ ЗАСОБАМИ СИСТЕМИ DELPHІ

In article, authors clarified the concept of competence of future teachers of computer science in the elementary school; improved criteria for formation of the ICT competences future teachers of computer science in the elementary school to identify the system ready for use Delphi during process of visual programming in professional activity. We present the model of the formation of the ICT competence future teachers of computer science in the elementary school via visual programming tools, where importance given to the construction of individual learning paths, taking into account individual learning rhythm, because students have different levels of training, they are different in nature perception of information. It is proved that the proposed model will make it possible to carry out training, starting from the result of the educational process at the university, which takes into account the impact of external and internal variables, as well as a feedback mechanism that allows adjustment of the process at different stages. Authors presented developed method of forming ICT competences future teachers of computer science in the elementary school via Delphi tools during learning of visual programming,feature of which is that to present course materials were chosen LMS Moodle platform.

ПСИХОЛОГИЧЕСКОЕ СОПРОВОЖДЕНИЕ ИНДИВИДУАЛЬНЫХ ОБРАЗОВАТЕЛЬНЫХ ТРАЕКТОРИЙ ОБУЧАЮЩИХСЯ В ПРОФЕССИОНАЛЬНОЙ ШКОЛЕ

The purpose of the article is to prove the possibility and necessity of psychological support of students’ individual educational trajectories. The essence of individual educational trajectories is informed and responsible choices subject target orientation to realize their professional and educational potential in accordance with traditional values, attitudes and meanings of life. Methods . «Method of research of a locus of the control» by J. Rotter was used in pilot study of personal development features of students for studying of specificity of the person control and responsibility attribution for events occurring to personality; a questionnaire «Style of self-control of behaviour» by V. I. Morosanova for estimation of abilities to plan achievement of the vital purposes, abilities to self-organising; the method «Personal differential» by Ch. Osguda to find out representations of the individual about himself/herself, something own, level of aspiration, strong-willed selfcontrol, degree of communicativeness in interpersonal relations; the method of studying of requirement for achievements by Yu. M. Orlov was used to reveal features of displays of activity and behaviour. Results . It is shown that high dynamics of economic processes and the integration of manufacturing technologies have generated the need for its networking, and led to a new organizational form of education – individual learning paths. The choice of educational trajectory is determined by socio-professional orientation of students, their value-sense orientation, the availability of alternative educational programs, opportunities for educational organizations. The structurally functional model of psychological guiding of working out and realisation of individually-educational trajectories is proposed. The authors have described basic elements of the given model – the purpose, object, subject, subject matter, principles, means, conditions and results. In particular, the purpose of tutor guiding is maintenance of personal and professional development of trainees with due consideration of their individual psychological features and socially-professional specificity. Scientific novelty. The authors single out and summarize the methodological background necessity of psychological guiding process of the development and implementation of individually-oriented professional education. The semantic value of such guiding implementation developed by the authors performs structural and substantial model of the process. The requirement for the new methodology of vocational training based on network interaction of members of education is highlighted. The new network is considered as a platform technology of multidimensional professional of a specialist. Practical significance. The authors believe that the research findings will promote the approval of foresight technology through designing of individual educational trajectories; also the research implementations can be helpful for the tutors supervising process of professional development of trainees.

Pedagogical Management of Learning Activities of Students in the Electronic Educational Environment of the University: A Differentiated Approach

The present study considers issues related to the planning and implementation of the system of pedagogical management of learning activities of students in the context of modern electronic educational environment of the higher education institution. As a methodological basis considered a differentiated approach based on flexible individual learning paths. The study provides the results of the pilot testing of students studying on the faculty “Applied Mathematics and Informatics” carried out to evaluate and determine the degree of influence of pedagogical management in the electronic educational environment on improvement of the quality of professional training of students in the university.

EDUCATIONAL ROADMAPS AS A MEANS OF STUDENT-CENTERED EDUCATION

The purpose of article is to justify the implementation studentcentered education based on educational roadmaps. The projective strategy to model the educational system aimed at results from the position of studentcentered education is applied in order to construct a methodical system of subject preparation of students. The concept «educational roadmap» as a means of individualization and improving the quality of education in the projective methodical system is introduced. Educational roadmap is the individual student's learning path based on the free choice of means, forms and methods of training for achieving the desired educational goals. It can be used effectively in the presence of the variety of electronic resources and e-learning tools. The effectiveness of student-centered education is provided by the possibility of constructing different options of educational roadmaps, its control and management. It is shown that the use of educational roadmaps in a specially created information educational environment provides an implementation of the principles of student-centered education.

An Approach of Learning Path Sequencing Based on Revised Bloom's Taxonomy and Domain Ontologies with the Use of Genetic Algorithms

Abstract With the rapid growth of information technology, we can observe an increase amount of e-learning systems. Thus, students and teachers are exposed to a wide variety of learning resources and learning objects. They need to choose courses, lessons, and their sequence in order to obtain desired knowledge. A technique for developing an individualized learning path that meets user requirements is described in this paper. The proposed approach utilizes ontology and a revised version of Bloom's taxonomy for the purpose of creating learning paths and a genetic algorithm for choosing the most appropriate.

SWARM ALGORITHM OF SYNTHESIS TUTORIALS BASED ON ONTOLOGICAL APPROACH

We consider a formal method to create individual learning paths on the model of educational space in the ontological bases of educational resources presented in the form of AND / OR graph model. It is proposed swarm learning algorithm for constructing an optimal route based on models of adaptive behavior of ant colony.

S-WOLF: Semantic Workplace Learning Framework

Workplace learning can be conceived as the set of processes related to learning and training activities at work. Typically, workplace learning includes formal, informal, and non-formal learning activities. Having a control on the whole learning process of each worker is a complex task. Indeed we have to align individual learning paths, real workers' needs (for instance in terms of tasks or projects to accomplish), career plans, and other organizational needs to activate virtuous knowledge flows. In order to accomplish this complex task a comprehensive framework is needed. This paper provides the definition of the aforementioned framework by exploiting semantic technologies in order to model (by means of Ontologies), represent, extract, and share knowledge within organizations. Although the proposed framework allows a wide range of workplace learning experiences, it mainly focuses on informal learning, on the ways it can be sustained by exploiting organizational resources, and on the capability of linking individual and organizational learning in the context of a widely accepted knowledge flow model like socialization, externalization, composition, and internalization.

Application of Tools for Creating Maps of Knowledge in Teaching Materials Science to Students of University of Life Sciences

Modern distance education systems allow for teaching any subject. However, conducting classes strictly defined by a system of educational cycle, does not always allow for selecting individual learning paths based on knowledge already possessed by the student. Knowledge maps can navigate the content of subject taught by well-defined paths of learning, the course of which may be determined by the student. The article presents an example of using knowledge maps created in the InfoRapid KnowledgeMap system and the results of preliminary studies on the use of training software in English based on maps of knowledge for teaching students of Materials Engineering.

Implementation of Decision-making Methods in Intelligent Automated Educational System Focused on Complete Individualization in Learning

To solve a problem of individualization in learning based on Intelligent Automated Educational Systems (IAES) involves to devise special methods of decision-making. In this article we propose to implement a complete individualization in learning (assessment, individual learning path management, adaptation of the curriculum and test sampling, the synthesis of man-machine dialog) by means of afference process simulation. It is considered the problem of searching for a compromise of goals between the models of a student, a teacher and a tutor within the base of the current learning environment. To this effect it is proposed a four-stage IAES-based decision-making scheme and synthesis mechanism of Cognitive Maps of Knowledge Diagnostic (CMKD). The problems of CMKD synthesis and visualization is considered. In conclusion, the results of approbation the proposed technologies in learning are provided.

Generation of individual learning path in distant education

In recent years, there has been the rapid development of the internet technologies the result of which is the possibility of using them in almost all walks of life. One of them is distant learning or e-learning. Nowadays, it is becoming more and more popular and many schools use teaching platforms as an alternative to traditional teaching. Nonetheless, there is still no perfect software to aid such teaching that would satisfy the needs of all learners. This paper is a description of the implementation of a personalised distant learning system. It consists of two parts. The first one describes the methods of personalisation and data collection, and the other one explains how to use them to popularise an individual path of learning.

Automated Development of Individual Learning Paths on the Competency Approach

This article proposes new approach to the development of studentâ??s individual learning path (ILP). The result of studentâ??s learning is defined as a set of competencies levels. The use of the multi-level system of generalized professional competencies allows to model ILP effectively and to automate the development of an optimal ILP. Each competency level in our model introduces some substantial units called subunits. The process of learning is a sequence of transitions from one studentâ??s state to another through a study of one or more courses. It is possible to present the relation of competency levels and courses in our model as Petri net. Using the Petri net model it is possible to automatically generate the individual learning path including the courses that the student needs to attend according to the set of certain competency levels. For searching of an optimum individual learning path we use algorithm based on tree of reachability for Petri net. The developed model and algorithm were used in the prototype of the information system for automating the construction of individual learning paths. The developed information system may be used for the construction of individual student's learning paths in educational institutions of higher education.

Accreditation Of Prior Experiential Learning As A Catalyst For Lifelong Learning: Analysis And Proposals Based On French Experiments

In this paper, the researchers analyse how lifelong learning can be enriched and develop a different perspective based on the experiment involving the accreditation of prior experiential learning (APEL) conducted in France at the university level. The French system for the accreditation of prior experiential learning, called Validation des Acquis de l’Expérience (VAE), accredits prior learning from past experiences (professional and otherwise) and can lead to full university degrees or diplomas. A literature review on lifelong learning shows that worldwide, it is based on different conceptions and approaches, according to the realities of the education and labour systems and the relationship between them. The researchers note however that work experience is less valued than the acquisition of new and complementary knowledge.Studies on VAE in France in higher education show that a thorough analysis of prior experiential learning: first, improves the quality of the experience as a potential source of skills; second, may provide ways to improve the candidate's experiential learning, and third, may help define the direction for lifelong learning. Therefore, recognition of this experiential learning could be a key catalyst for lifelong learning. The findings support two main arguments advocating a central role for the recognition of prior experiential learning in the lifelong learning process particularly in France: potentially individualized learning paths, personal empowerment and shorter training times; and a focus on experience - and not just professional experience - that is in tune with today’s societal changes and the aspirations/constraints of each individual.

An empirical typology of hospital nurses' individual learning paths

A relatively new theoretical concept is proposed in this paper, namely, the individual learning path. Learning paths are created by individual employees and comprise a set of learning-relevant activities that are both coherent as a whole and meaningful to them. To explore the empirical basis of this theoretical concept. A qualitative study involving semi-structured interviews. Two academic medical centers (university hospitals) and two general hospitals in the Netherlands. A total of 89 nurses were involved in the study. Semi-structured interviews were analyzed qualitatively; cluster analysis was then performed on quantified data from the interviews. Four types of learning path emerged, namely, the formal-external, self-directed, social-emotional, and information-oriented learning paths. The relatively new theoretical concept of an individual learning path can be observed in practice and a number of different learning-path types can be distinguished. Nurses were found to create their own learning paths, that is, select a theme that is relevant primarily to themselves, conduct a variety of learning activities around this theme, participate in social contexts that might help them, and mobilize learning facilities provided by their organization. These activities go way beyond the notion of employees as self-directed learners merely in a didactic sense (establishing learning goals, choosing the right learning activities for these goals, evaluating to what extent their goals have been met as a result). The findings can be interpreted as evidence of employees acting strategically when it comes to their professional development. Providers of continuing professional education/development need to take this into account.

Теория и практика тьюторской деятельности в России

The authors present results of the study based on the analysis of tutoring emergence in Russia, its modernization process and implementation of individualization process and pedagogical support processes as a basis for tutoring activities. We analyze the content basis of the «tutor» phenomenon in national and foreign science. There is a description of basic strands of tutors’ work: analytical and designing, consulting, coordinating and organizing, demonstrating his/her enhanced role as an individual consultant, who helps a child to move on with individual learning paths, which consist of individual trajectories of teaching, education and development of a student. These trajectories, in their turn, are subdivided into knowledge-, practice- and creative- oriented, individual- and person- oriented ones.

Formalized curriculum model for optimization of individual learning paths

Formalized curriculum model for optimization of individual learning paths